DRAFT: This module has unpublished changes.

Standard Five: Assessment


Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. (RIPTS #9)


In what ways does the student teacher:

  1. exhibit a varied repertoire of evaluation methods?  How does the student teacher decide which particular method of evaluation to use?  Are students included in the process?  (RIPTS #9.1)

  2. base his/her instruction on standards that are measurable via the assessment instruments employed?

  3. provide students with rubrics or task descriptions that clearly indicate successful and exemplary performance standards?  (RIPTS #9.4)

  4. use a variety of assessment measures as data that uncovers individual needs of students as well as drives subsequent instruction?  (RIPTS #9.3)

  5. employ evaluations that are not graded but are used for comprehension check and student feedback?  How often is this done?  (RIPTS #9.4)

  6. use performance-based assessments that teach as much as they assess?  To what extent are such projects a part of the class’s ongoing work?  (RIPTS #9.4)

  7. use grades in the classroom?  To what extent are they used as a motivator?  To what extent are students involved in the process of developing criteria for excellence?

  8. encourage learners to evaluate their own work and use the results of self-assessment to establish individual goals for learning and improved performance?  (RIPTS #9.4)

  9. use information from a variety of assessments (both standardized and self-constructed) to reflect on the effectiveness of their own teaching – and modify instruction accordingly?  (RIPTS #9.7)

  10. maintain careful records that show individual and whole class achievement in all content areas over time?  (RIPTS #9.6)

  11. provide opportunities for self-assessment?  (RIPTS #9.4)

  12. identify and consider student and contextual variables that may influence performance so that a student’s performance can be validly interpreted?  (RIPTS #9.2)


Meeting Standard Five at the End of SummerPrep:

Proficiency in this standard at this phase of the program is minimal. Teacher candidates are expected to have acquired a vocabulary concerning assessment and to have tried a variety of strategies to assess and to inform students of criteria for quality work over the course of SummerPrep. They should set increased experience and proficiency in this standard as a major goal for future clinical experiences. To meet the standard at the end of SummerPrep, the student teacher has rudimentary knowledge of a variety of approaches to assessment and evaluation. Assessment is understood as integral to the instructional process and is conducted via a variety of informal methods – anecdotal records, reviewing of class work and observations of discussion. Teacher candidates begin to understand the importance of setting expectations for performance and keeping records of assessments, but are not yet proficient at it. Assessments for lessons taught are designed as performances and exhibitions that allow students to demonstrate what they know in a variety of media. Students are given various opportunities to self-monitor progress and their classroom work is often guided by displayed rubrics – known criteria developed by the teacher candidate with the class (or with the class’s knowledge). Teacher candidates begin to explore what they can notice about student achievement and growth over time by examining student work. They begin to get a feel for the range of capabilities and what one can expect of the grade being taught. Teacher candidates are familiar with writing progress reports for students that inform parents and caregivers of their SummerPrep accomplishments.


DRAFT: This module has unpublished changes.